Each member of our wiki group observed new literacy practice in the classroom and it was found there were varying results. There was some with a great reliance on modern technologies while other teachers used more traditional forms of teaching. One member said that their teacher did not use any significant modern technologies in this literacy class, however there were some visible technologies available in the classroom for student and teachers use. She used the smart board when marking the role and this technology could also be incorporated into the literacy class. It could be used for shared reading and writing or to share students work with the class. Or it could be used for other games and activities designed specifically for smart boards. The classroom also had two desktop computers which the student could use for similar activities on an individual basis, as well as expanding their literacy capabilities by reading and writing in digital form, possibly typing up their own written work. Another said that the teacher used a voice enhancer to ensure all the children could hear her properly and she began the lesson with a whole group approach. An interactive whiteboard was also used to mark the role as well as to play youtube videos. The teacher told them that she played a phonics song off youtube once a week and the children loved it and knew the words off by heart. It was very colourful and the teacher said that through playing this so often the childrens literacy had improved dramatically compared to previous years when she didn’t play this song. Desktop computers were observed with the use of headphones. A small group of students were seen working independently on the Sesame Street educational website and had five options to choose from. Each option provided a different way of focusing on and learning rhyming words and short vowel sounds. At share time a student was selected by the teacher to show the class what he had learnt about rhyming words and short vowel sounds from the Sesame Street program. He used the smart board and a laptop to show the students how to play one of the interactive games, which reinforced his learning and confidence.
One person only reported that desktop computers were used to play ‘Mathletics’ during free play time while another only observed the use of paper and whiteboards. However the teacher did refer to a website on her netbook with the use of a data projector to introduce students to what is involved in writing a procedure. One group member stated that her observed student was very capable of using various technologies around the home, including the TV, DVD player, the computer and her DS, and she enjoys doing so. This ability is something that she has developed at home and will bring with her to her school in her fund of knowledge in a way that other children may not have learnt yet. The child also has certain Mathletics homework which she is given by her teacher which she completes on the computer at home. Children have also been reported by the group in general using Virtual textbooks, playing games on the computer, watching television, playing DS games and using a mobile phone. An example of where this can be educational is the use Brain training on the Wii or DS. It is clear through the collection of everyone’s observations modern technologies are increasingly being used in the classroom. This can potentially be a great benefit to a child as it can make things easier to teach. However some teachers, often who have been involved in the profession for many years may not be so keen to involve so much of these changing and evolving technologies in their teaching practice.
Each member of our wiki group observed new literacy practice in the classroom and it was found there were varying results. There was some with a great reliance on modern technologies while other teachers used more traditional forms of teaching.
One member said that their teacher did not use any significant modern technologies in this literacy class, however there were some visible technologies available in the classroom for student and teachers use. She used the smart board when marking the role and this technology could also be incorporated into the literacy class. It could be used for shared reading and writing or to share students work with the class. Or it could be used for other games and activities designed specifically for smart boards. The classroom also had two desktop computers which the student could use for similar activities on an individual basis, as well as expanding their literacy capabilities by reading and writing in digital form, possibly typing up their own written work.
Another said that the teacher used a voice enhancer to ensure all the children could hear her properly and she began the lesson with a whole group approach. An interactive whiteboard was also used to mark the role as well as to play youtube videos. The teacher told them that she played a phonics song off youtube once a week and the children loved it and knew the words off by heart. It was very colourful and the teacher said that through playing this so often the childrens literacy had improved dramatically compared to previous years when she didn’t play this song.
Desktop computers were observed with the use of headphones. A small group of students were seen working independently on the Sesame Street educational website and had five options to choose from. Each option provided a different way of focusing on and learning rhyming words and short vowel sounds. At share time a student was selected by the teacher to show the class what he had learnt about rhyming words and short vowel sounds from the Sesame Street program. He used the smart board and a laptop to show the students how to play one of the interactive games, which reinforced his learning and confidence.
One person only reported that desktop computers were used to play ‘Mathletics’ during free play time while another only observed the use of paper and whiteboards. However the teacher did refer to a website on her netbook with the use of a data projector to introduce students to what is involved in writing a procedure.
One group member stated that her observed student was very capable of using various technologies around the home, including the TV, DVD player, the computer and her DS, and she enjoys doing so. This ability is something that she has developed at home and will bring with her to her school in her fund of knowledge in a way that other children may not have learnt yet. The child also has certain Mathletics homework which she is given by her teacher which she completes on the computer at home.
Children have also been reported by the group in general using Virtual textbooks, playing games on the computer, watching television, playing DS games and using a mobile phone. An example of where this can be educational is the use Brain training on the Wii or DS.
It is clear through the collection of everyone’s observations modern technologies are increasingly being used in the classroom. This can potentially be a great benefit to a child as it can make things easier to teach. However some teachers, often who have been involved in the profession for many years may not be so keen to involve so much of these changing and evolving technologies in their teaching practice.